Illustrates how a simple computer program on transformational geometry can be used. The three examples consider use when the program is unknown, the program listing is known, and the existing program is to be modified. (MNS)

Describes experiences at Duke University in teaching mathematics using computer graphics. Includes comments on the software library, slide shows, assessment of activities, teaching of calculus and differential equations, and various graphics devices for instructional purposes. (JN)

The use of computer-enhanced resources throughout a second-year algebra course had no significant effect on algebra achievement or attitudes, but some ability differences were noted. (MP)

Describes the computer management system used in teaching a self-paced elementary algebra course at the University of Tennessee at Chattanooga including the hardware, database, principal management program, and some report generation using an inquiry language. The source code of the management program is appended. (Author/CMV)

The suggested program is designed for mathematics teachers. It concerns the solution of systems of linear equations, but it does not complete the job on its own. The user is the solver while the computer is merely a computing assistant. (MNS)

The goal was to make the "super blackboard" and "super calculator" capabilities of the computer routinely available to instructors in undergraduate mathematics courses. A good approximation to that goal is described in terms of hardware, display, physical setup, instructors, and software. Alternate solutions and other considerations are included.…

In this paper, we introduce an electronic collaborative learning environment based on Interactive Instructors of Recreational Mathematics (IIRM), establishing an alternative approach for motivating students towards mathematics. The IIRM are educational software components, specializing in mathematical concepts, presented through recreational…

Arguments for and against the use of computers in mathematics classes have centered on whether students benefit from or are merely hindered by practicing computational skills. This paper claims that the true essence of mathematics lies not in computation, basically a mechanical operation, but in problem-solving. Since no amount of computational…

It is more important for children to learn concepts in mathematics than to be able to perform automatic computational functions. By permitting manipulation of the relationships among visible objects, computer graphics can make it easier for students to grasp concepts and can serve as an essential ingredient in effective computer-assisted…

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

APL was invented specifically as a mathematical teaching tool, and is an excellent vehicle for teaching mathematical concepts using computers. This article illustrates the use of APL in teaching many different topics in mathematics, including logic, set theory, functions, statistics, linear algebra, and matrices. (MNS)

Some limitations of computing with calculators and computers are described, with particular reference to typical computations which might be performed by senior secondary school students. Types of errors, the laws of number, and intermediate round-offs are each illustrated, with conclusions and implications. (MNS)

Cognitive psychology, artificial intelligence, and computer technology have advanced so much that it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors have been developed for teaching students to do proofs in geometry and to write computer programs in the LISP language. (JN)

This article: describes how to prevent pins on game paddles from breaking; suggests using needlepoint books for ideas to design computer graphics; lists a BASIC program to create a Christmas tree, with extension activities; suggests a LOGO Christmas activity; and describes a book on the development of microcomputers. (JN)

Having students try to generate their own random numbers can lead to much discovery learning as one tries to create 'patternlessness' from formulas. Developing an equidistribution test and runs test, plus other ideas for generating random numbers, is discussed, with computer programs given. (MNS)